Reference And Research Pamphlet
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The document discusses skills students need to meet standards for reference and research. It notes that students had difficulty returning to the text to verify information or make inferences. They also struggled with items requiring judgment to pick the best or most valid answer based on text details. Additionally, students need practice analyzing different data types like maps, charts and graphs alongside text. They must apply information to new situations and support arguments from sources. Teachers should provide explicit instruction on summarizing skills and activities to analyze and synthesize content from passages.
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![4572000-457200Meeting the Standards for Reference and Research: Implications for Classroom Instruction Students who had difficulty failed to return to the text to verify the validity of information or failed to infer conclusions from the material. Items involving the strength of an argument proved problematic, as did items that required students to work with the concepts “best” or “most” (i.e. using judgment) when all answers are based on details in the text. Students often have less experience with informational (expository) text, so provide additional explicit instruction and practice in strategies designed to increase comprehension of these types of text. Students must be prepared to analyze many different forms of data (e.g. maps, charts, graphs, statistical tables) along with text. Students in grade 10 must be able to apply information from the text to a wider range of new situations and to offer support from the text for a given argument. Students must determine an author’s reliability based on information within or across texts (e.g., an article with a biography containing the author’s credentials) Students who had difficulty meeting the benchmark lacked skills in analyzing and synthesizing content presented in the article or passage. Students’ skills in the areas of reference and research would improve with additional post-reading activities related to analyzing and synthesizing content. These might include answering written questions and completing written summaries. Given the difficulty that students have in summarizing, teachers should provide explicit instructions regarding the steps involved in completing written summaries. Students must be able to: ,[object Object]](https://image.slidesharecdn.com/referenceandresearchpamphlet-091014074322-phpapp02/85/Reference-And-Research-Pamphlet-1-320.jpg)
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Assessment overview
Professor Ian Chubb (2011) said, citing a 2011 survey of Year 11 and 12 students:
…our younger generations appear to be disinterested – even disengaged from science – even though they use its applications every day: from their food, to their pens, to shoes, to clothes, to smart phones, iPods, televisions and laptops.
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1. Analyse pedagogical approaches in teaching and learning of Science in the Primary classroom including the teaching of Science as part of STEM (Science, Technology, Engineering and Maths).
1. Evaluate appropriate methods to maintain safe and challenging learning environments within Science classrooms.
Assessment details
Within your essay construct a response to the question below:
What role do science teachers have in equipping and preparing students to be scientifically literate?
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· support your discussions with relevant readings from the learning materials and your own wider research
· Adhere to APA referencing style, including in-text citations and a reference list (not included in the word count).
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Quick Table for Insertion in Assignments (within Word document)
Criteria
Exemplary 16-20
Accomplished 11-15
Developing 6-10
Beginning 0-5
Total
Focus/Thesis
Content/Subject Knowledge
Critical Thinking Skills
Organization of Ideas/Format
Writing Conventions
Total
Focus/Thesis – 20 points
Beginning
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
Developing
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Accomplished
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Exemplary
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
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Write a narrative of 750-1,000 words (not including the title page and references) that presents the research support for the projects problem and proposed solution. Make sure to do the following:
1) Include a description of the search method (e.g., databases, keywords, criteria for inclusion and exclusion, and number of studies that fit your criteria).
2) Summarize all of the research studies used as evidence. The essential components of each study need to be described so that readers can evaluate its scientific merit, including study strengths and limitations.
3) Incorporate a description of the validity of the internal and external research.
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36 pts
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LESSON PLAN TEMPLATE
© 2018. Grand Canyon University. All Rights Reserved.
Section 1: Lesson Preparation
Teacher Candidate
Name:
Larry Lope
Grade Level:
3rd
Date: April 2, 2018
Unit/Subject: Reading Informational Text
Instructional Plan Title: A Medieval Feast Study
Lesson Summary and
Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on
the content and skills you are teaching.
The focus of this lesson is reading informational text. Students will use
information from illustrations and words in the text of A Medieval Feast by Aliki
to demonstrate understanding of the text.
Classroom and Student
Factors/Grouping:
Describe the important classroom factors (demographics and environment)
and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted
learners), and the effect of those factors on planning, teaching, and assessing
students to facilitate learning for all students. This should be limited to 2-3
sentences and the information should inform the differentiation components
of the lesson.
This classroom of thirty students consists of 14 boys and 16 girls. There are four
English language learners, five students with IEPs or 504 plans, and three
students with a gifted classification. Additionally, six students are Tier 2 or 3
RTI for reading and one or two years below their grade level in reading. These
factors affect planning, teaching, and assessing because students with an IEP or
504 plan will need to be accommodated per these plans. Student who are English
language learners, but do not have an IEP, will also need to be taken into
consideration when teaching and assessing.
Whole group instruction for initial reading of the text, followed by small group
collaboration for activity. Arturo, Diana, Eduardo, Enrique, Fatma, and
GCU College of Education
LESSON PLAN TEMPLATE
© 2018. Grand Canyon University. All Rights Reserved.
Frederick will be pulled out to work in a small group with me.
National/State Learning
Standards:
Review national and state standards to become familiar with the standards you
will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the
lesson being presented. Standards must address learning initiatives from one
or more content areas, as well as align with the lesson’s learning
targets/objectives and assessments.
Include the standards with the performance indicators and the standard
language in its entirety.
CCSS.ELA-Literacy.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the
words in a text to demonstrate understanding of the text (e.g., where, when, why,
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Specific Learning
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Full Rubric for Classroom Publication
School of Security and Global Studies Rubric Features
· Rubric categories are evenly distributed – 20 points per category.
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Quick Table for Insertion in Assignments (within Word document)
Criteria
Exemplary 16-20
Accomplished 11-15
Developing 6-10
Beginning 0-5
Total
Synthesis of Knowledge
Foundation of Knowledge
Application of Knowledge
Organization of Ideas/Format
Writing and Research Skill
Total
Synthesis of Knowledge (Focus/Thesis)
[Graduate Learning Outcomes Assessment Objective 4]
Beginning
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
Developing
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Accomplished
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Exemplary
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
____________________________________________________________________________
Foundation of Knowledge
[Graduate Learning Outcomes Assessment Objective 3]
Beginning
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
Developing
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Accomplished
Student exhibits above average usage of subject matter in assignment. Student.
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Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Reference And Research Pamphlet
- 2. Apply, analyze, synthesize, or evaluate different parts of the text
- 3. Recognize irrelevant information, misapplied information, and flawed conclusions
- 4. Use all of these sources: text, picture, graph, chart, etc.
- 5. Differentiate between the sources (e.g., The text says _________ while the picture shows __________.
- 6. Paraphrase, support, and interpret results
- 7. Handle a wide variety of references, (e.g. illustrations, advertisements, schedules, etc.)
- 8. Make complex connections between different parts of the text
- 9. Exhibit synthesis and inferencing skills0203200(Florida Department of Education, Lessons Learned: FCAT, Sunshine State Standards and Instructional Implications) Professional DevelopmentInstructional FocusOctober 13, 2009Presented by Susan Atlas48514007150100